OnlineCEUCredit APA Answerbook for School Shootings: Ethical & Confidentiality Boundary Issues

SSE - School Shootings: Ethical & Confidentiality Boundary Issues Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
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Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

1.1 What are possible actions that may discharge the duty to protect?
1.2 What are three behaviors that indicate a commitment to action?
2.1 What are potential warning signs of a school shooting?
2.2 According to the National Association of School Psychologists, how many children miss school every day, out of the fear of bullying?
3.1 What are four of nine explanations for school shootings?
5.1 What are two techniques used to help a parent have a productive conversation with his or her child?
6.1 What are two characteristics that school shooters are looking for?
7.1 What fear rule in the adolescent code may prevent students from reporting threats?
8.1 Why do many community members avoid the families of shooters?
9.1 What three disorders might students, who witness a school shooting firsthand but escaped physically unscathed, experience?
10.1 What are three factors of psychosocial problems?
10.2 According to Newman, what is pivotal to this first factor of rampage school shootings?
10.3 What characteristics of a shooter are usually portrayed in the media?
11.1 What are two parts in the Violence Risk Assessment technique?
11.2 What are behaviors to look for on the Violence Risk Assessment checklist for ELEMENTARY school age children when considering violating the client confidentiality boundary?
11.3 What are behaviors to look for on the Violence risk assessment checklist for HIGH SCHOOL age children when considering violating the client confidentiality boundary?
12.1 What does the acronym SRO stand for?
13.1 Olweus’ program focuses on treating an entire school for a bullying problem. What are examples of the steps involved in the Olweus’ program?
13.2 What is the purpose of educational films?
14.1 What examples does ‘lockdown’ include?
14.2 What does lockdown include?

Answers:

A. Consideration of potential consequences, consideration and rejection of alternate solutions, an attitude of having ‘nothing to lose’
B. Warning the potential victim that he or she may be in danger, notifying law enforcement, or taking other steps that may be appropriate considering the particulars of the situation, such as pursuing hospitalization
C. 160,000
D. A turbulent parent-child relationship, family acceptance of pathological behavior, access to weapons in the home, lack of closeness or intimacy with family members, a child who ‘rules the roost’, no limits or monitoring of internet usage or television viewing
E. Identify Thoughts, Feelings Technique
F. The culture of violence, gun availability, violent media, the copycat effect
G. Don’t say you like school. don’t get good grades, you gotta ridicule people that are supposed to be ‘fags,’ don’t be quiet and be crazy, casual remarks about ‘taking over the school’ or burning it down are a common means of establishing oneself as acquiescent to the adolescent code
H. Status-winning, manhood enhancing
I. Raynaud’s syndrome, post traumatic stress syndrome, and panic disorder
J. Fear of community stigmatization
K. The perception of marginalization, bullying, and exclusion
L. Mental illness, suicidal ideation, family problems
M. An assessment checklist for elementary age students, focuses on high school students
N. Small, skinny, overweight, with glasses or acne, socially awkward or withdrawn
O. Consistently does not listen to authority figures, pays no attention to the feelings or rights of others, mistreats people and seems to rely on physical violence or threats of violence to solve problems
P. Has trouble paying attention and concentrating, often disrupts classroom activities, does poorly in school, frequently gets into fights with other children in school
Q. Give out a schoolwide questionnaire to assess the baseline incidence of bullying, this helps provide a momentum for students to help solve the problem, follow up the questionnaire with a school wide conference to discuss the results and share best practices with school staff
R. School resource officers
S. Protect children as much as possible from viewing traumatic images, such as bloody or mutilated bodies, if a child is directed to do something, or has to make a decision about what must be done, protect the child from any emotional sense of responsibility, as long as this protection can be done without creating, increased stress or hostility within the hostage taker, assist children, if possible, in the use of key coping mechanisms to maintain a sense of autonomy or independence, such as dissociation, fantasy, though suppression, accepting contradictory beliefs, humor, and the humanization of victim to captor
T. Locking the classroom doors and windows, turning off the lights, moving students away from windows and into protected areas out of sight
U. To help students recognize that the threat of shootings is not fantastic and remote

Course Content Manual Questions The answer to Question 22 is found in Section 22 of the Course Content. The Answer to Question 23 is found in Section 23 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

15.1 What do Ethical standards require school counselors to do?
15.2 According to courts, what is a ‘true threat’?
16.1 What are four motivations that students face that makes them commit violent acts at school?
16.2 What percentage of attackers don’t alert the targeted victim or victims of their plans?
16.3 What are examples of factors that increase the risk of violent behavior?
17.1 What may be two ineffective strategies to reduce youth violence?
17.2 According to Reddy, what determines whether an alarming behavior or communicated threat could be indicative of violent action?
18.1 What are subtle violent behaviors at school?
18.2 What are different categories of violence?
19.1 What are the social/contextual risk factors in SAVRY?
20.1 What percentage of children in school account for 80% of discipline problems?
22.1 Who should work together at school to prevent violent crimes?
23.1 According to Worden, what are four tasks towards the resolutions of a loss due to school violence?
25.1 Creation and decoration involve the manipulation of symbols. What are three symbol categories?

Answers:

A. Is a threat that a reasonable person in the same circumstances would find to be a serious and unambiguous expression of intent to do harm based on the language and context of the threat
B. Inform appropriate authorities when a student's behavior is indicative of clear, imminent danger to others
C. 75%
D. Alienation, disaffection, powerlessness, revenge
E. Peer counseling, peer mediation
F. Having access to identified victims, the ability to acquire weapons, increased environmental stress, disconnection and alienation from mainstream culture, high levels of anger and frustration, and use of drugs and alcohol
G. Teasing, name calling, bullying, and other forms of intimidation and harassment
H. Assessing the student's motivation for making the threat or engaging in the behavior, the student's other communications and behaviors, consistency between the student's communications and behaviors, any unusual interest in violence, evidence of planning violent behavior, the student's mental condition, the student's cognitive ability to formulate and execute a violent act, the student's recent losses or perceived failures, others' perception of the individuals potential for violence, and other relevant factors in the student's circumstances
I. Peer delinquency, peer rejection, stress and poor coping, poor parental management, lack of personal/social support, community disorganization.
J. Physical violence, sexual and gender violence, media violence, cultural-racial violence, political-economic violence, violence of silence
K. School administrators, counselors, teachers, students, parents
L. 8%
M. Traditional symbols, local symbols, derived symbols
N. Accept the reality of the loss, work through to the pain of grief, adjust to an environment in which the deceased is missing, emotionally relocate the deceased and move on with life

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